New Jersey BranchINTERNATIONAL DYSLEXIA ASSOCIATION

presentsThe Thirty-Fourth Annual FALL CONFERENCE

Friday, October 4, 20198:15 am – 3:00 pm

“Beyond Decoding: Identifyingand Meeting the Needs of All

Learners with Dyslexia”#UntilEveryoneCanRead

Join us for Appetizers, Dessert, and Applause at 7:00 PM on Thursday, October 3, 2019 (see page 6)

IMSLEC

Continuing Education Credits

NJ Professional Development HoursProvider #254

Dyslexia Credit Hours Upon Approval byYour District Using the ConferenceProfessional Development Certificate

Centrally located:Hilton’s Somerset Double Tree

Hotel & Executive Meeting Center

®

KEYNOTE ADDRESSAssessment and Treatment of Dyslexia Among English Learners

Dr. Elsa Cardenas-HaganThe number of English learners attending public schools continues to increase. Many of thesestudents struggle with learning to read and may exhibit a reading disability such as dyslexia.This session will address the special considerations necessary for the assessment and potential

diagnosis of dyslexia among English learners. Case studies will be included. In addition,evidence-based practices for intervention among bilingual dyslexics will be

introduced and sample lessons will be provided.Going Green – Keynote Handout Available to Download

on website – njida.org – September 27, 2019Hard Copy WILL NOT BE AVAILALBE at Conference

Two-Day CourseWord Smarts! Vocabulary Development with an Emphasis on Morphology

Instructed by William Van Cleave, M.A. Educational Consultant, W.V.C.EDOctober 4-5, 2019

This course can be taken for one graduate credit through Farleigh Dickinson University. If taking for credit, remember to check the box for the two-day course and sign up for both conference sessions of the course.

You must also attend the continuation sessions on Friday evening and Saturday.

7:00 a.m. Registration and Exhibits (coffee and pastries provided)

8:15 a.m. Welcome and Presentation of Awards: Patricia Barden, M.A. OGTT,Co-Director of Children’s Dyslexia Center of Tenafly, President NJIDA

8:25 a.m. Introduction: Emerson Dickman, JD

8:30 a.m. Keynote Address: Dr. Elsa Cardenas-Hagan

10:30 a.m. Morning Break

10:45 a.m.-12:15 a.m. Morning Sessions

Abbreviation KeyAudience: Parents (pa), Educators (ed), LDTCs (lc), Physicians (ph),Administrators (ad), Psychologists/ Social Workers (psw), Individualswith Dyslexia (id), General Audience (ga) Age Group: Preschool (P), Elementary School (E), Middle School (M), High School (H), College (C), Adults (A)

Session 1: Part 1 of the 2-day Conference. You must sign up for this session to receive credit for the 2-day Conference.Tracking Word Origins: How Etymology Can Inform Instructors & InstructionAudience: ed, lc, ad, psw Age Group: E, M, HSpeaker: William Van Cleave, M.A. Educational Consultant, W.V.C.EDThe English language is a melting pot, influenced by differentlanguages of origin. This knowledge isn’t just for history buffsbecause these origin languages impact how English words arespelled, what they mean, and how they’re related to other Englishwords. In this session, participants cover a brief history of theEnglish language, with its Anglo-Saxon, Latin, and Greek origins.They explore key constructions to be found in words coming fromeach major language of origin and how and why that might proveuseful for students who struggle with learning to read and spell.Participants leave with a deeper knowledge of the hows and whys of English.

Session 2: Evidence-Based Vocabulary Instruction for English LearnersAudience: ed, ad Age Group: E, M, HSpeaker: Elsa Cardenas-Hagan, Ed.D., President, Valley SpeechLanguage and Learning CenterEnglish learners must develop their academic language skills. A rich vocabulary is necessary for language and literacydevelopment across each of the content areas. This session willdescribe the most effective word learning strategies for Englishlearners. Recommendations for incorporating language andvocabulary routines will be described and sample lessons will be provided.

Morning Sessions

Session 3: Mobile Apps and Websites to Support Beginning Literacy InstructionAudience: pa, ed Age Group: ESpeaker: Elaine Cheesman, Ph.D., Dyslexia Specialist, AssociateProfessor Emerita, University of Colorado at Colorado SpringsLearn about mobile apps and websites that support reading andwriting instruction for students with BEGINNING-level skills. Thissession focuses primarily on letter naming and handwriting,phonemic awareness, decoding and spelling regular one-syllablewords and high-frequency words. The presenter will provide usefultips on evaluating app quality and finding the best apps.

Session 4: Narrating Our StoriesAudience: pa, ed, id Age Group: E, M, H, C, A, Speaker: Paula Moraine, M.Ed., The Attention Fix EducationalConsultingDrawing on the Executive Skills needed for written expression andlinking these skills to ‘The Secret Language of Stories’ (based on thework of Carolee Dean), this presentation will provide individual andclassroom approaches for students as young as 4th grade.Narrative writing is closely linked to storytelling, which givesstudents an opportunity to find and share their ‘voice’ in writtenform. Imagination gives rise to inspiration and enthusiasm for writing when students have a secure story-telling framework. This presentation will provide a hands-on, practical, ready-to-useapproach to writing stories and narratives.

Session 5: Teaching Is Building Memory: Creating Effective Literacy InstructionSpeaker: Michael Hunter, M.Ed., Founding Partner, ReadstersAudience: ed, lc, ad, psw Age: Group: AllTo learn is to create a long-term memory. Neuroscience tells thereare two main types of long-term memory: procedural memory andexplicit or declarative memory, and that working memory is part ofcreating long-term memory. Understanding how reading relates tothe two types of long-term memory can help us teach reading moreeffectively. In this session, we review what we know about memoryand learning, and we relate this knowledge to the Simple View ofReading and the Common Core State Standards. We examine how instruction should vary when teaching to develop proceduralmemory as opposed to teaching to develop declarative memory,and we discuss specific instructional methods that are suited fordeveloping each kind of memory.

Session 6: Focus on FluencyAudience: pa, ed, lc Age Group: E, M, HSpeaker: Georgette Dickman, FDU, Co-Director of the TenaflyChildren’s Dyslexia CenterThis session will consider the importance of fluency in the readingprocess. The history, theoretical basis, and assessment of fluencywill be reviewed. Activities for building fluency within an Orton-Gillingham lesson will be explored.

Scan the QR code or visit: www.interdys.org/

Do you need special accommodations? Please note here. _____________________________________________

CONTINUING EDUCATION CREDITS

IMSLEC: Conference attendees can earn 12.5 hours of IMSLEC(International Multisensory Structured Language EducationCouncil) CE credit. The Professional Development Hours form,supplied at the conference, is required for documentation.

NJ PROFESSIONAL DEVELOPMENT HOURSCertificate toward the 100-hour requirement will be provided at the conference.

12:15 p.m.-1:15 p.m. Lunch & Exhibits

1:15 p.m.-2:45 p.m. Afternoon Sessions

Abbreviation KeyAudience: Parents (pa), Educators (ed), LDTCs (lc), Physicians (ph),Administrators (ad), Psychologists/ Social Workers (psw), Individualswith Dyslexia (id), General Audience (ga) Age Group: Preschool (P), Elementary School (E), Middle School (M), High School (H), College (C), Adults (A)

Session 7: Part 2 of the 2-day Conference. You must sign up for this session toreceive credit for the 2-day Conference.Selecting Words to Teach: The Most Difficult Challenge in Vocabulary InstructionAudience: ed, lc, ad, psw Age Group: E, M, HSpeaker: William Van Cleave, M.A. Educational Consultant,W.V.C.EDDozens of curricula exist to “make our lives easier” when it comesteaching vocabulary. These curricula neglect to mention thetoughest obstacle in vocabulary instruction—how to choose the bestwords to teach for the students who need them. In this hands-on,interactive session, participants explore the three-tier vocabularymodel first proposed by Beck et al. They practice categorizingwords into the three tiers and examine text to see what goes intoword selection. They then examine McKeown et al’s work with wordselection. Ultimately, participants learn what goes into choosing agood word for instruction and how to implement those techniques inpreparing words for their students.

Session 8: Mobile Apps and Websites for Middle, High School and AdultsAudience: pa, ed, id Age Group: E, M, H, ASpeaker: Elaine Cheesman, Ph.D., Dyslexia Specialist, AssociateProfessor Emerita, University of Colorado at Colorado SpringsIntermediate-level older students still need explicit instruction andassistive technology. This session explores mobile apps and websites that that support reading and writing for students withINTERMEDIATE-level skills. This session focuses primarily ondecoding and spelling multisyllabic words, morphology, and writingskills. The presenter will provide useful tips on evaluating app qualityand finding the best apps.

Session 9: Structured Literacy Through the Lens of Executive FunctionAudience: pa, ed, id Age Group: AllSpeaker: Paula Moraine, M.Ed., The Attention Fix EducationalConsultingThis presentation will connect the steps of Structured Literacy with the processes of Executive Function, highlighting the backgroundskills we need and use to strengthen overall literacy instruction. To effectively process Structured Literacy instruction, students needspecific Executive Function skills such as Organization, Attention,and Memory. This presentation will provide the tools necessary for the important job of linking Executive Functions to StructuredLiteracy instruction.

Session 10: Help My Student Is Stuck at Sound-By-Sound ReadingSpeaker: Michael Hunter, M.Ed., Founding Partner, ReadstersAudience: ed, lc, ad, psw Age: Group: ETeachers are often puzzled by their students who can orallysegment and blend phonemes, know letter names and sounds, yetcontinue to read many words by first sounding out each letter, thenblending the sounds into a word. Most of these students are in 1st,2nd, or 3rd grades, with a few in 4th grade or higher. The coreproblem with most of these students is that they have not masteredcomplete phonemic awareness, which David Kilpatrick explains so

Afternoon Sessionswell in his book, Essentials of Assessing, Preventing, andOvercoming Reading Difficulties. Participants will (1) learn whythese students don’t progress to whole word reading, (2) learnsteps to help these students move to whole word reading, (3) practice activities to help students progress, and (4) receivesome materials they can use with these students.

Session 11: Outcomes of standardized testing for college studentswith LD. Results on working memory strategies foraddressing this problemAudience: pa, ed, lc, ad, id Age Group: H, C, ASpeaker: Ronnie Thompson, Learning Specialist FDU Regional Center and Mary L. Hebert, Ph.D., Campus Director, FDU Regional CenterIndividually administered standardized test scores, academicperformance, and the impact supports and accommodations haveon success for college students with LD will be discussed. Workingmemory will be discussed in regard to applied strategies tosupport student success.

Session 12: Part 3 of the 2-day Conference. You must sign up for this sessionto receive credit for the 2-day Conference.What Works — And Doesn’t Work — In Vocabulary InstructionAudience: ed, lc, ad, psw Age Group: E, M, H Speaker: William Van Cleave, M.A. Educational Consultant, W.V.C.EDBuilding upon the etymology/morphology framework of our firstsession and the word selection framework of our second session,participants in this portion of the two-day workshop examinecommonly used vocabulary instruction practices and determinewhich ones work and which ones don’t. They practice with eachbest practices technique and leave this portion of the workshopwith a cluster of strategies to enhance their vocabulary instruction.

Session 13: Part 4 of the 2-day Conference. You must sign up for this sessionto receive credit for the 2-day Conference.How Morphology Impacts the Teaching of Decoding,Spelling, and Meaning: Bases & Affixes to Guide InstructionAudience: ed, lc, ad, psw Age Group: E, M, HSpeaker: William Van Cleave, M.A. Educational Consultant, W.V.C.EDAn understanding of morphology, or the meaning parts thatcomprise words, is invaluable for developing students’ vocabularyand word attack skills. With the framework established on our firstday, we spend this day delving into the study of meaning parts,with particular attention to deep, meaningful word study. VanCleave first covers the core terminology necessary for our dive intomorphology. Participants learn morphology-based word attackskills and have multiple opportunities to apply them to authenticword analysis. They explore the differences between phonologicaland morphological study. Additionally, participants examine thecomponents of an effective morphology lesson, practice witheffective activities to aid in morphological understanding, anddiscuss how best to integrate instruction with other content material. They practice with each concept and leave with a deeper understanding of how the language works and how to share that knowledge with their students the very next day.

Friday Evening Session

Saturday Session

New Jersey BranchP. O. Box 32, Long Valley NJ 07853

Fall Conference: Friday, October 4, 2019

®

IDA DISCLAIMER: The International Dyslexia Association (www.interdys.org) supports efforts to provide instruction for individuals with dyslexia and toidentify these individuals at an early age. The Association believes that multisensory teaching and learning are the best approaches currently available for those affectedby dyslexia. However, the Association does not endorse any specific program, speaker or instructional materials, noting there are a number of such which present thecritical components of instruction.

2 DAY COURSE • 12.5 HOURS:Friday, October 4 10:45 am – 12:15 • 1:15 – 2:45 pm • 3:15 – 6:45 pm • Saturday, October 5 8:00 am – 3:00 pm

Instructor: William Van Cleave, M.A. Educational Consultant, W.V.C.EDWord Smarts! Vocabulary Development with an Emphasis on Morphology

Session 1: Tracking Word Origins: How Etymology Can Inform Instructors & InstructionThe English language is a melting pot, influenced by different languages of origin. Thisknowledge isn’t just for history buffs because these origin languages impact how English wordsare spelled, what they mean, and how they’re related to other English words. In this session,participants cover a brief history of the English language, with its Anglo-Saxon, Latin, and Greekorigins. They explore key constructions to be found in words coming from each majorlanguage of origin and how and why that might prove useful for students who struggle with learning to read and spell. Participants leave with a deeper knowledge of the hows and whys of English.

Session 7: Selecting Words to Teach: The Most Difficult Challenge in Vocabulary InstructionDozens of curricula exist to “make our lives easier” when it comes teaching vocabulary. Thesecurricula neglect to mention the toughest obstacle in vocabulary instruction—how to choose thebest words to teach for the students who need them. In this hands-on, interactive session,participants explore the three-tier vocabulary model first proposed by Beck et al. They practicecategorizing words into the three tiers and examine text to see what goes into word selection.They then examine McKeown et al’s work with word selection. Ultimately, participants learnwhat goes into choosing a good word for instruction and how to implement those techniquesin preparing words for their students.

Session 12: What Works—And Doesn’t Work—In Vocabulary InstructionBuilding upon the etymology/morphology framework of our first session and the wordselection framework of our second session, participants in this portion of the two-dayworkshop examine commonly used vocabulary instruction practices and determine which oneswork and which ones don’t. They practice with each best practices technique and leave thisportion of the workshop with a cluster of strategies to enhance their vocabulary instruction.

Session 13: How Morphology Impacts the Teaching of Decoding, Spelling, and Meaning:Bases & Affixes to Guide InstructionAn understanding of morphology, or the meaning parts that comprise words, is invaluable fordeveloping students’ vocabulary and word attack skills. With the framework established on ourfirst day, we spend this day delving into the study of meaning parts, with particular attention todeep, meaningful word study. Van Cleave first covers the core terminology necessary for ourdive into morphology. Participants learn morphology-based word attack skills and havemultiple opportunities to apply them to authentic word analysis. They explore the differencesbetween phonological and morphological study. Additionally, participants examine thecomponents of an effective morphology lesson, practice with effective activities to aid inmorphological understanding, and discuss how best to integrate instruction with other contentmaterial. They practice with each concept and leave with a deeper understanding of how thelanguage works and how to share that knowledge with their students the very next day.

Driving DirectionsLocation of the Two-Day Course and Conferences:The Somerset Double Tree Hotel, 200 Atrium Drive, Somerset NJ, 08873 – Phone number: (732) 469 – 2600General Driving Instructions:From Route I-287 North Take exit 10 for Route 527 New Brunswick/Easton Ave. Follow Route 527 North to the first traffic light and make a left onto Davidson Avenue. Continue on Davidson Avenue for one half mile and make a left into Atrium Corporate Park. Follow to the front entrance of the hotel.

From Airport Newark Liberty International Airport: - 22 miles:Take the New Jersey Turnpike south to Exit #10 at Metuchen and to 287 North. Go to Route 527 North. At the first light turn left ontoDavidson Avenue. Continue for 1/2 mile and turn left into the Atrium Corporate Park. This will take you to the entrance of the hotel.

From Philadelphia:Take the New Jersey Turnpike North to Exit 10 for/Edison to I-287 North. take exit 10 for Route 527 New Brunswick/Easton Ave. FollowRoute 527 North to the first traffic light and make a left onto Davidson Ave. Continue on Davidson Avenue for one half mile and make a left into Atrium Corporate Park. Follow to the front entrance of the hotel.

The conference room rate is $110.00 plus tax per night. Deadline for this room rate is 9/27/19. Call hotel direct at (732) 469-2600 to make andpay your room reservations but reference the NJIDA Conference for this special rate.

Non-ProfitOrganization

U.S. POSTAGEPAID

Permit # 363Union, NJ

FEES

Name

Address:

Contact: Phone ( ) Fax ( ) E-mail

Professional Position Circle one: Elementary Middle High School College Adult Parent

CONFERENCE REGISTRATIONPLEASE NOTE: THERE IS NO ON-SITE REGISTRATION.

THE DEADLINE FOR MAIL/FAX REGISTRATION IS September 18, 2019.For questions on Conference please go to www.njida.org or email Stacey Cherry and Mary Jo Rieg at njida@msn.com

Checkhere.

Must attend Friday sessions #1 (10:45 a.m.-12:15 p.m.) and #7 (1:15 p.m.-2:45 p.m.) and the continuation sessions Friday (3:15 p.m.-6:45 p.m.)and Saturday (8:00 a.m.-3:00 p.m)

FRIDAYOCTOBER 4 ONLY.

Checkhere.

Put “1” next to your 1st choice and “2” next to your 2nd choice in each list belowfor the morning session and for the afternoon session

MORNING SESSIONS

__1 Van Cleave __2 Cardenas-Hagan __3 Cheesman

__4 Moraine __5 Hunter __6 Dickman

AFTERNOON SESSIONS

__7 Van Cleave __8 Cheesman __9 Moraine

__10 Hunter __11 FDU

FRIDAY EVENING SESSION

__12 Van CleaveContinuation of sessions 1 and 7, if desired, forFriday only participants, see extra fee below.

ATTENTION SCHOOL DISTRICTSSend five teachers for the price of four.

Please submit the five registration forms togetherwith check or purchase order. School Districtscan email registrations and Purchase Orders to

njida@msn.com

Fees include registration, lunch and parking.Mail completed form and check or

purchase order (payable to NJIDA) to:NJIDA, PO Box 32, Long Valley, NJ 07853.

Fax: 908-876-0092 *NO CREDIT CARDS ACCEPTED*

Registration deadline is 9/18/19.

(Circle those that apply.)

CurrentIDA

member

Non member

Fulltimestudent**

Parent

2-Day Graduate Course $295 $335 $195**

Friday Conference Only $195 $235 $115** $95

Friday Evening $40 $50 $20** $20

Total Enclosed $

**Send proof of fulltime student status

2 DAY COURSE*(Friday, October 4 and Saturday, October 5)

*If interested in taking the two-day course for one graduate creditthrough FDU, contact Grace Hottinger at graceh@fdu.edu or

201-692-2816. There will be a graduate tuition fee of $175,payable to FDU, in addition to the NJIDA conference fees.

____ Check here if you would like recommended resourcesEverything You Want to Know (5th Ed) and Morphology Deck (2nd Edition, 2018) together for a special price of $60. (Pay onsite cash or check onlypayable to VCED Consulting)

____ Check here if you would like to exchange your older edition ofEverything You Want to Know for the 5th edition for a specialprice of $20. (Bring your edition and payment onsite cash orcheck only payable to VCED Consulting)

See reverse for Appetizers, Dessert, and Applause registration

Appetizers, Dessert, and ApplauseReconnect with your colleagues and recognize the recipients of theawards for Community Service, Outstanding Achievement, Literacy for

All, and Nieswand Outstanding Student.

All are welcome and encouraged to attend.

October 3, 2019. $75 per person. Cash Bar.

Appetizers and Silent Auction at 7:00 p.m. Dessert and Awards at 8:30 p.m.

All proceeds from this event fund the Eileen Grasso Scholarship.Eileen Grasso was an IDA board member and teacher. Scholarships are used for teacher education.

Reservation:

Name:

Address:

Telephone: E-mail:

Number of Reservations:

Mail Reservation and check payable to NJIDA c/o Mary DiGenova 252 Raymond Street, Hasbrouck Heights NJ 07604

For details or questions please contact Mary DiGenova xyz123read@aol.com